How is the curriculum constituted in Waldorf Pedagogy, Montessori Pedagogy and ‘Escola da Ponte’
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Data de Publicação: | 2020 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/6385 |
Resumo: | Part of the data on this work relies on a doctoral research. The study aimed to problematize about Science Teaching in a Waldorf school, Montessori school and Escola da Ponte, having as guiding aspects the organization of spaces, knowledge and evaluation methods of each analyzed school. As a theoretical reference, we adopted the assumptions of differentiated pedagogy and simultaneously, the field of the curriculum. Methodologically, the article points as sources of research to three directions: a theoretical and systematic review in the light of the fields of science teaching and the field of the curriculum; documentary research around the websites of schools that are pedagogically oriented from the pedagogies under discussion; and finally, field journal data based on differentiated pedagogy observations in three schools. The results showed other ways of organizing spaces, different ways of evaluating and approaching school content, more specifically in the scope of Science Teaching. Finally, the work allows a reflection and awareness about the traditional teaching that still constitutes in the great majority in schools. |
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How is the curriculum constituted in Waldorf Pedagogy, Montessori Pedagogy and ‘Escola da Ponte’Cómo se constituye el currículo en la Pedagogía de Waldorf, la Pedagogía de Montessori y la ‘Escola de Ponte’?Como o currículo se constitui na Pedagogia Waldorf, Pedagogia Montessori e Escola da ponte?CurrículoPedagogía WaldorfPedagogía MontessoriEscola da Ponte.CurrículoPedagogia WaldorfPedagogia MontessoriEscola da Ponte.CurriculumWaldorf PedagogyMontessori PedagogyEscola da Ponte.Part of the data on this work relies on a doctoral research. The study aimed to problematize about Science Teaching in a Waldorf school, Montessori school and Escola da Ponte, having as guiding aspects the organization of spaces, knowledge and evaluation methods of each analyzed school. As a theoretical reference, we adopted the assumptions of differentiated pedagogy and simultaneously, the field of the curriculum. Methodologically, the article points as sources of research to three directions: a theoretical and systematic review in the light of the fields of science teaching and the field of the curriculum; documentary research around the websites of schools that are pedagogically oriented from the pedagogies under discussion; and finally, field journal data based on differentiated pedagogy observations in three schools. The results showed other ways of organizing spaces, different ways of evaluating and approaching school content, more specifically in the scope of Science Teaching. Finally, the work allows a reflection and awareness about the traditional teaching that still constitutes in the great majority in schools.Este trabajo tiene parte de los datos anclados en una investigación doctoral. Como marco teórico, adoptamos los supuestos de la pedagogía diferenciada y, concomitantemente, el campo curricular. El estudio tuvo como objetivo problematizar sobre la enseñanza de las ciencias en una escuela Waldorf, la escuela Montessori y la Escola da Ponte, teniendo como aspectos orientadores la organización de espacios, el conocimiento y los métodos de evaluación de cada escuela analizada. Metodológicamente, el artículo toma como fuentes de investigación tres caminos: una revisión teórica y sistemática a la luz de los campos de la enseñanza de las ciencias y el campo del plan de estudios; investigación documental sobre los sitios web de escuelas que están orientadas pedagógicamente desde las pedagogías en discusión; y, finalmente, datos de diarios de campo basados en observaciones en tres escuelas, cada una de las cuales se basa en una de las diferentes pedagogías presentadas. Los resultados mostraron otras formas de organización de espacios, diferentes formas de evaluación y enfoque del contenido escolar, más específicamente en el ámbito de la enseñanza de las ciencias. Finalmente, el trabajo permite una reflexión y conciencia sobre la enseñanza tradicional que aún constituye en la gran mayoría en las escuelas.Este trabalho tem parte dos dados ancorados em uma pesquisa de doutorado. O estudo teve como objetivo problematizar sobre o Ensino de Ciências em uma escola Waldorf, uma escola Montessori e a Escola da Ponte, tendo como aspectos norteadores a organização dos espaços, saberes e métodos de avaliação de cada escola analisada. Como referencial teórico, adotamos os pressupostos da pedagogia diferenciada e, concomitantemente, do campo do currículo. Metodologicamente, o artigo toma como fontes de pesquisa, três caminhos: uma revisão teórica e sistematizada à luz dos campos do ensino de ciências e do campo do Currículo; pesquisa documental em torno dos sites de escolas que se orientam pedagogicamente a partir das pedagogias em discussão; e, por último, dados de diários de campo a partir de observações em três escolas sendo que cada uma delas se fundamenta numa das pedagogias diferenciadas apresentadas. Os resultados mostraram outras formas de organização dos espaços, formas diferenciadas de avaliação e abordagem dos conteúdos escolares, mais especificamente no âmbito do Ensino de Ciências. Por fim, o trabalho permite uma reflexão e conscientização acerca do tradicional ensino que ainda se constitui em grande maioria nas escolas.Research, Society and Development2020-07-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/638510.33448/rsd-v9i8.6385Research, Society and Development; Vol. 9 No. 8; e810986385Research, Society and Development; Vol. 9 Núm. 8; e810986385Research, Society and Development; v. 9 n. 8; e8109863852525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/6385/5273Copyright (c) 2020 Fernanda Luiza de Faria, Alaim Souza Netohttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessFaria, Fernanda Luiza deSouza Neto, Alaim2020-08-20T18:00:17Zoai:ojs.pkp.sfu.ca:article/6385Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:29:33.108124Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
How is the curriculum constituted in Waldorf Pedagogy, Montessori Pedagogy and ‘Escola da Ponte’ Cómo se constituye el currículo en la Pedagogía de Waldorf, la Pedagogía de Montessori y la ‘Escola de Ponte’? Como o currículo se constitui na Pedagogia Waldorf, Pedagogia Montessori e Escola da ponte? |
title |
How is the curriculum constituted in Waldorf Pedagogy, Montessori Pedagogy and ‘Escola da Ponte’ |
spellingShingle |
How is the curriculum constituted in Waldorf Pedagogy, Montessori Pedagogy and ‘Escola da Ponte’ Faria, Fernanda Luiza de Currículo Pedagogía Waldorf Pedagogía Montessori Escola da Ponte. Currículo Pedagogia Waldorf Pedagogia Montessori Escola da Ponte. Curriculum Waldorf Pedagogy Montessori Pedagogy Escola da Ponte. |
title_short |
How is the curriculum constituted in Waldorf Pedagogy, Montessori Pedagogy and ‘Escola da Ponte’ |
title_full |
How is the curriculum constituted in Waldorf Pedagogy, Montessori Pedagogy and ‘Escola da Ponte’ |
title_fullStr |
How is the curriculum constituted in Waldorf Pedagogy, Montessori Pedagogy and ‘Escola da Ponte’ |
title_full_unstemmed |
How is the curriculum constituted in Waldorf Pedagogy, Montessori Pedagogy and ‘Escola da Ponte’ |
title_sort |
How is the curriculum constituted in Waldorf Pedagogy, Montessori Pedagogy and ‘Escola da Ponte’ |
author |
Faria, Fernanda Luiza de |
author_facet |
Faria, Fernanda Luiza de Souza Neto, Alaim |
author_role |
author |
author2 |
Souza Neto, Alaim |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Faria, Fernanda Luiza de Souza Neto, Alaim |
dc.subject.por.fl_str_mv |
Currículo Pedagogía Waldorf Pedagogía Montessori Escola da Ponte. Currículo Pedagogia Waldorf Pedagogia Montessori Escola da Ponte. Curriculum Waldorf Pedagogy Montessori Pedagogy Escola da Ponte. |
topic |
Currículo Pedagogía Waldorf Pedagogía Montessori Escola da Ponte. Currículo Pedagogia Waldorf Pedagogia Montessori Escola da Ponte. Curriculum Waldorf Pedagogy Montessori Pedagogy Escola da Ponte. |
description |
Part of the data on this work relies on a doctoral research. The study aimed to problematize about Science Teaching in a Waldorf school, Montessori school and Escola da Ponte, having as guiding aspects the organization of spaces, knowledge and evaluation methods of each analyzed school. As a theoretical reference, we adopted the assumptions of differentiated pedagogy and simultaneously, the field of the curriculum. Methodologically, the article points as sources of research to three directions: a theoretical and systematic review in the light of the fields of science teaching and the field of the curriculum; documentary research around the websites of schools that are pedagogically oriented from the pedagogies under discussion; and finally, field journal data based on differentiated pedagogy observations in three schools. The results showed other ways of organizing spaces, different ways of evaluating and approaching school content, more specifically in the scope of Science Teaching. Finally, the work allows a reflection and awareness about the traditional teaching that still constitutes in the great majority in schools. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-07-20 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/6385 10.33448/rsd-v9i8.6385 |
url |
https://rsdjournal.org/index.php/rsd/article/view/6385 |
identifier_str_mv |
10.33448/rsd-v9i8.6385 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/6385/5273 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Fernanda Luiza de Faria, Alaim Souza Neto http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Fernanda Luiza de Faria, Alaim Souza Neto http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 9 No. 8; e810986385 Research, Society and Development; Vol. 9 Núm. 8; e810986385 Research, Society and Development; v. 9 n. 8; e810986385 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052830529355776 |